Can School-Choice Students Affect the Academic Performance of Non-School-Choice Students?Empirical Evidence from Randomized Class Assignment Data
This study examines the relationship between the proportion of school-choice students in a class and the academic development of non-school-choice students,utilizing random class assignment data from the baseline of the China Education Panel Survey (2013-2014).The findings show that a higher proportion of school-choice students in a class directly reduces the academic engagement of non-school-choice students on both schooldays and weekends,subsequently leading to a decline in their academic performance.The heterogeneity analysis reveals that the increase in the proportion of school-choice students primarily affects the English performance of non-school-choice students,with a more pronounced negative impact on male non-school-choice students.Additionally,the longer the interaction between school-choice and non-school-choice students,the more significant the adverse impact on the academic development of non-school-choice students.Furthermore,compared to"school choice by housing",the increase in students enrolled through"power and money"methods is more detrimental to the academic development of non-school-choice students.By examining the peer effects of school choice,this paper provides new empirical evidence supporting the implementation of the "nearby enrollment"policy during compulsory education.
school-choicenearby enrollmentacademic performancerandom class assignment
NETL
NSTL
万方数据
